Instead of trying to teach “grit,” schools should embed the development of grit by moving to competency-based learning, argues Michael Horn on EdSurge.
Persistence isn’t rewarded in traditional classrooms, he argues. Whether a student works hard to achieve mastery, squeaks past the test or never really gets the concept, everyone moves on when it’s time.
In a competency system, students must show mastery in order to move ahead — or dig deeper into the topic.
With the help of digital learning, it may be possible to measure students’ persistence by analyzing how they spend their time, writes Horn.
Can data from edtech tools provide insights into what students do when they fail? . . . Do students pick themselves up, dust themselves off, and attack the work again and exhibit real resilience? Do they need time and space — and can they create that time and space intentionally — before diving back in? Or do they just struggle to re-engage?
Poor kids with a “growth mindset” — the belief they can improve through hard work — do as well on tests as affluent students with a “fixed mindset,” concludes a large-scale study of 10th graders in Chile, reports Evie Blad in Education Week.
Compared to higher-income students, students from low-income families were much more likely to believe that intelligence and academic performance is fixed, the Stanford study found. But those who did have a growth mindset had much higher test scores.
Stanford Professor Carol Dweck and co-researchers used other questions to control for the possibility that academic performance comes before the growth mindset, writes Blad. “Our effect is not because of the fact that students who see themselves as doing well simply observe their academic growth and come to the conclusion that intelligence can be developed,” they concluded.